Project: Deaf students and their motivation in the classroom
[Student Name]
[School]
[Course/Number]
[Date]
[Instructor Name]
Abstract
Deaf students face many challenges when going through the learning process. However, well-trained teachers can be able to apply modified techniques to meet their educational needs. Moreover, they should not be prejudiced and discriminated. Considering the life experiences they undergo having self-motivation to perform well academically is a challenge. The study provides the technique that can be used to meet the deaf student needs and also to motivate them into attaining high performances.
Outline
1.1 BACKGROUND OF THE STUDY.. 5
1.2 STATEMENT OF THE PROBLEM... 6
1.3 OBJECTIVES OF THE RESEARCH.. 6
1.4 LIMITATIONS OF THE STUDY.. 6
2.3 Theoretical and conceptual frameworks. 8
3.5 SAMPLING TECHNIQUES AND SAMPLE SIZE.. 13
4.1 Presenting Results Based On the Objectives. 14
4.1.1 Teaching Strategies for Deaf students. 14
4.2 The relationship between motivation and learning process of the deaf students. 16
4.3 Factors to Consider When Motivating Deaf Students. 16
4.4 Strategies to Increase Deaf Students’ Motivation. 17
CONCLUSION AND RECOMMENDATION.. 20
Project: Deaf students and their motivation in the classroom
[Student Name]
[School]
[Course/Number]
[Date]
[Instructor Name]
Abstract
Deaf students face many challenges when going through the learning process. However, well-trained teachers can be able to apply modified techniques to meet their educational needs. Moreover, they should not be prejudiced and discriminated. Considering the life experiences they undergo having self-motivation to perform well academically is a challenge. The study provides the technique that can be used to meet the deaf student needs and also to motivate them into attaining high performances.
Outline
1.1 BACKGROUND OF THE STUDY.. 5
1.2 STATEMENT OF THE PROBLEM... 6
1.3 OBJECTIVES OF THE RESEARCH.. 6
1.4 LIMITATIONS OF THE STUDY.. 6
2.3 Theoretical and conceptual frameworks. 8
3.5 SAMPLING TECHNIQUES AND SAMPLE SIZE.. 13
4.1 Presenting Results Based On the Objectives. 14
4.1.1 Teaching Strategies for Deaf students. 14
4.2 The relationship between motivation and learning process of the deaf students. 16
4.3 Factors to Consider When Motivating Deaf Students. 16
4.4 Strategies to Increase Deaf Students’ Motivation. 17
CONCLUSION AND RECOMMENDATION.. 20
CHAPTER ONE
1.0 INTRODUCTION
Motivation is a key aspect of teaching.it is important to understand that deaf students have been made to remember constantly of their handicap. Motivation is a key aspect of the learning process of any human being. Deaf students are likely to be labelled as different and unable to perform some activities in the society. Being put in an educational setting is usually a shocking experience that most of them may not be well prepared for especially if they are admitted to a mainstream school. As stated above, motivation is the driving force for learning in the classroom. Considering how difficult it is to motivate the ‘normal’ students, then how much more difficult can it be to motivate hearing impaired learners?
1.1 BACKGROUND OF THE STUDY
In this context, motivation refers to the process of building a deaf student’s desire to participate in the learning process in a classroom setting (Makowka, 2007). Hearing impaired students occasionally experience vexation and stress because of their disabilities (Center for Research and Learning Marc Marschark Director, 2001). A teacher for the deaf is obliged to ensure he/she minimises such emotions by motivating them. Motivating the student’s keeps them interested in education and make them concentrate more on classroom participation than on any other thing (Knoors & Marschark, 2014). The deaf students learn to go for an extra mile in their studies instead of focusing on their difficult life experiences (Froehlinge, 1981).It means that motivation in the classroom influences students to make the best out of the difficult circumstances they have to deal with in the society. Lack of motivation leads to low achievements and fewer opportunities for the deaf students in the job market.
1.2 STATEMENT OF THE PROBLEM
For a long time, the hearing impaired students have not been performing highly in academics, and they tend to have overall poor life achievements. The education systems in most countries are such that more concentration is on the ‘normal’ students and lesser on the learners with disabilities which in this case are the hearing impaired learners. The society in itself perceives the deaf child as incapable of high achievements. Thus, most of the children are demotivated since they have a poor self-image, and they tend to believe that they cannot make high achievements. Considering the importance of motivation to the learning process of any individual, the deaf students need much more motivation than the ‘normal’ children.It is sad that the motivation factor has not been well addressed, and the deaf learners continue to perform poorly in their studies.it is against this problem that project seeks to investigate the strategies in motivation the deaf students in a classroom.
1.3 OBJECTIVES OF THE RESEARCH
The objectives of the study include;
ü To determine the best teaching strategies for deaf students
ü Identifying the relationship between motivation to the learning process of deaf students
ü To bring out the basic factors to consider for an effective motivation process
ü To determine the strategies in motivating the deaf in a classroom setting
1.4 LIMITATIONS OF THE STUDY
The study is constrained in various primary ways. There is no enough secondary material about the learning process of the deaf students. Finding deaf learners and teachers who were willing to be interviewed was a challenge, and hence fast hand information was not easily obtained. The study also assumes that motivation is the only factor required for academic excellence of the learners with hearing impairment.
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
The literature review aims at Identifying and examining what has been done by other schedule and researchers about the motivation of the deaf in the classroom. The literature review aimed at highlighting on motivational theories that have been over the years in most educational systems to motivate both the hearing and the hearing-impaired learners. The issues discussed are the study objectives, and they are categorized under; Main review, summary, theoretical and conceptual frameworks.
2.2 Main review
Almost all motivation theorists believe that motivation is required for the performance of learned responses. It means that a learned behavior will not occur unless it is energized.it is, therefore, vital that learners are motivated. Several theories have been used to explain different aspects that can be used by teachers to motivate their learners.
2.3 Theoretical and conceptual frameworks
Cognitive evaluation theory
The theory postulates that motivation can either be extrinsic or intrinsic. Where intrinsic motivators are those that result from the actual performance of a given task they may include achievement, competence and responsibility. Extrinsic motivators, on the other hand, are said to be those that arise from an individual’s environment .such may include the feedback or rewards earned. In this sense, a teacher for the deaf should study the attributes of his or her students and determine whether they are intrinsically or extrinsically motivated (Schunk, Meece, & Pintrich, 2014). Hence making a learner aware that they have gained new knowledge and skills after performing a task will serve as a motivator for the students that are intrinsically motivated. Rewarding and praising a learner after successful completion of a task will, in this case, serve as a good motivator for the extrinsically motivated students in the classroom.
Herzberg’s two-factor theory
Herzberg believed that there were two factors that affect an individual’s motivation; the hygiene factors and the motivators. Hygiene factors are said to be basic factors which when absent motivate performance and have no obvious effect when present. They may include good environment, good interpersonal relationship, and favourable policies. Motivators on the other side are those things whose presence motivates individuals, and their absence has no major effect. They are mainly the intrinsic motivators. Thus, it is prudent to say that according to Herzberg Hygiene factors enumerate dissatisfaction while motivators sequence satisfaction.
In a classroom setting, the teacher can take away some of the hygiene factors to make a student work towards getting them back. A teacher for the deaf through such actions like making learners know of their achievements and building their self-esteem will serve as motivators to learners (Deci & Ryan, 2013).
Equity theory
The theory suggests that the perception of a reward motivates more than the actual reward. The perceptual experience, in this case, is based on the effort put into the task before the reward. Hence, it means that the reward indirectly linked to the amount of work and kind of performance achieved. Therefore, individuals will be motivated when they see another individual being rewarded for good performance. Ranking students and rewarding the high achievers will motivate the others to work just as much as their counterparts to gain the same kind of reward. For the case of deaf students, seeing others achieving and being recognised and rewarded will make them realise that their handicaps are not a limiting factor to high achievement (Beck, 1990).
Reinforcement Theory
B.f Skinner’s operant conditioning postulates that the consequences of an action have an effect on the possible reoccurrence of the same behaviour in the future.In operant conditioning; there is either negative or positive reinforcement. Positive and negative reinforcements strengthen behaviour. Both negative and positive reinforcements are actions that strengthen behaviour. Positive reinforcement is where a reward is given, or a recognition act is done after good performance or behaviour is displayed. Negative reinforcement is when a stressor is taken away as a reward for good behaviour.in a classroom setting; the teacher could reward high performance or improvement in performance by students. The rewards will ensure the students are motivated to keep on the same track and not go back to failure.in another perspective a student with remarkable improvement could be relieved of some chores in the school or the classroom for some time.
Expectancy theory
The theory was developed by Vroom and is a combination of all other theories.it incorporates ideas from the equity theory and the behavioural theories as well.It narrows down to an equation;
Motivation = expectancy* instrumentality * valence
Where ‘M’ represents the extent to which an individual will be motivated when in a given situation. ‘E’ in this case is the ability of an individual to perceive that effort is directly proportional to performance. ‘I’ represent the person’s perception of how the performance quality is related to consequence, which in this case could be a reward or punishment. ‘V’ is the perceived extent of consequence (reward/punishment) that ascribes from the perspective performance (Cherry, 2015). A Little reward will result in little motivation and vice versa. Hence, the theory suggests that all kinds of motivational strategies when used as a whole bring massive motivation for students.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
The section focuses on the methodology of the study. It explains the research instruments that were utilized for data collection and also describes the process of data analysis techniques and data presentation.
3.2 RESEARCH DESIGN
The study adopted exploratory design so as to attain its objectives. It was done with the aim of studying the deaf students and their motivation in the classroom. Due to limit and scarcity of resources, the study was carried out by sampling the information obtained was then analysed in a systematic way using the relevant analytical techniques to be able to make a conclusion.
3.3 STUDY AREA
The study was carried out in Texas with a particular focus on students. It considered the behaviours of deaf students in different levels of learning.
3.4 TARGET POPULATION
The study involved the collection of data from students of Education Resource Center on Deafness (ERCOD) in Texas. The sampling unit in this study was specifically at Texas school for the deaf in Austin. The sampling unit will also limit the number only to students. The study looked at the student motivation to learn and determine the factors that motivate or demotivates them.
3.5 SAMPLING TECHNIQUES AND SAMPLE SIZE
The study made use of systematic random sampling. It helped in collecting data from different students and teachers from different levels of learning in Texas. Sampling ensures that both students and teachers are represented in both genders. The sample size will be from fourth years and third years.
3.5 DATA COLLECTION
The data type to be used in the study will be primary and secondary and published. The main sources will be observation and a government publication. Secondary data was from newspapers and textbooks. The relevant information about the objectives of the study was obtained from research papers, journals, magazines, newspapers and related books found in different libraries.
3.6 DATA ANALYSIS
The study used both quantitative and qualitative approaches to the analysis of the data and information obtained Quantitative shows the effects of lack of motivation for the deaf learners while qualitative explained the effects of a careful motivation of deaf students in the classroom.
3.7 ETHICAL ISSUES
This study was carried out with keen adherence to copyright enactments so as to avoid instances of plagiarism and other unprofessional acts about rights of authors.
CHAPTER FOUR
PRESENTATION OF FINDINGS
4.1 Presenting Results Based On the Objectives
The objectives of the study would be the basis of the presenting the results of the study. The objectives were to identify the relationship between motivation and learning process of the deaf students. Another vital goal was to the results would be presented to explain the factors to consider in the motivation of deaf learners. Lastly, the findings will be presented to examine the strategies to motivating learners with hearing impairment in the classroom.
4.1.1 Teaching Strategies for Deaf students
Choose class activities carefully
When teaching deaf students, the teacher must ensure all the students have easy access to all activities being performed in the classroom. The activities performed should be those that both the hearing and deaf students can identify with and that the hearing impaired do not feel left out. For instance activities that will entail pure perception of sound may not be friendly to the deaf students, and they may, in turn, withdraw and be demotivated.
Have a good attitude
The kind of attitude that a teacher displays towards a student matters a lot. Most deaf learners have the need to feel important and accepted. If a teacher does not make them feel important, they lose their self-confidence that eventually translates into poor results in their academic performance.
Use visual methods of teaching
The deaf students learn a lot through observation. When teaching use visual aids like charts, pictures or diagrams and posting them all over the classroom assist deaf learners in the mastery of content. In addition to that, they should be seated in a position where they can see the teacher and their peers as well since even their communication (sign language) is visual. The sitting arrangement should be horse-shoe unless otherwise.
Provide breaks
A deaf student may become tired of looking at the interpreter for long hours because of the high concentration required. To avoid loss of concentration in the middle of a lesson, the teacher should allow for short breaks in between a lesson for the deaf learner to rest and refresh. The teachers can alternatively alternate between classroom discussions and individual work to ensure the deaf learner does not have to concentrate for long hours and get bored or fatigued.
Avoid noisy environments
All kinds of noise including speech and murmuring should be avoided and kept to a minimum. The walls in the classroom must be acoustically treated .the teacher must ensure that the deaf students do not seat near noisy machines like fans or air conditioners.
Communication skills
When communicating with a deaf student avoid shouting at them as that will distort the information you intend to pass across because of cochlear implants and use of hearing aids. Ensure your position is visible and that the communication path is well Lite without glare. Before u start signing or communicating to the deaf learner, ensure they are concentrating fully. Moreover, avoid moving around while speaking.
Deaf students cannot take down notes while looking at the interpreter. Therefore, while teaching, allow them time to write and time for discussion. Otherwise, you can use a note taker during the lesson. Always face the students while teaching .do not face the blackboard .talk while facing students and then write on the blackboard afterwards. Use your natural style of speech and avoid exaggeration as it may not work well with those who lip-read. When using new vocabulary, write the words on the blackboard before explaining the meaning.
4.2 The Relationship between Motivation and Learning Process of the Deaf Students
Deaf students face a lot of discrimination and prejudice in society today. If they are introduced to learning in a classroom setting such that they tend to feel inferior.as a result of low self-esteem, they lack motivation and fail to work towards high achievements and thus do not gain anything in the learning process. Using motivation tools like rewards and giving of responsibilities, the self-image of a deaf student is built up and they are encouraged to believe that they can make it .once a learner believes in their capabilities, and then the chances of an improved performance are increased.
4.3 Factors to Consider When Motivating Deaf Students
It is important to create a comfortable motivational environment through keen and careful thoughts and strategies. For motivation to be successful, the teacher must first ensure they have the students’ history and also gain their trust. In her book, "Teaching Deaf Children”, Danielle Sanders states that the first step in teaching any deaf student is to be aware of their history (Sanders, 1988). Understanding the students’ history helps in building their trust and eventually they feel comfortable in the classroom and learning environment. Once the students are comfortable, they open upon their feelings, frustrations, fears, likes and dislikes. The teacher must be able to listen to his/her students and hence to result in easing in learning. A clear knowledge of the students likes and dislikes, and their fears and frustrations as well make it easy for the teacher to which motivational strategies to use for the perspective students especially about their fears.
4.4 Strategies to Increase Deaf Students’ Motivation
Improve the student’s self-esteem
There is a very strong relationship between self-esteem and academic success. Enhancement of a student’s self-concept is a remarkable technique for improving their academic performance. A teacher should always let the students have a feeling of success for them to be enthusiastic about completing a task and learning more. Making the learners know that they are capable of doing any given task successfully will make them develop interest and value academic activities. Self-esteem can also be built by giving students assignments that they want to do which brings an internal feeling of success. If a student has self-confidence, they are encouraged to participate more in classroom activities willingly (Martin, 2004).
Rewarding the student
A teacher for the deaf should administer praise when the child has made good progress and has gained an accomplishment. After a classroom task is completed in the classroom setting, the teacher should ensure the learner knows they have learned and gained new knowledge.it is vital that they realise they completed a task that was given to them. The learner should be able to point out the new ideas or techniques that they have learnt.in that manner the learners will learn to appreciate the value of education and hence be motivated to learn (A.Skinner & J.Belmont, 1993).
When a learner makes a remarkable improvement or performance, the teacher must introduce rewards to make them motivated to do the same or even better in other activities or tests in the classroom. Recognition of positive results not only boosts the learners’ self-esteem but it also motivates them to keep up the same spirit. Moreover, when a learner falls short, it is the teacher’s responsibility to convince them that they have what it takes to meet their goals and that failure is a temporary challenge on the path to success. Such an act will motivate the learner and discourage the giving up attitude.
Using a teaching style, that appeals to the learners
A good teacher dealing with deaf students must create a rapport with them and learn to be a good listener. The teacher should be keen on both what the student’s say and also how they say it. Every child is unique, and learns through different processes. Listening to students enable the teacher to know the kind of teaching methodology that works for them. Most deaf students prefer a visualised kind of learning where they learn by observation. If a student is comfortable with the teaching style that the teacher is using, they will be more receptive and motivated to participate in class and hence learn. In this case, the learner will not feel left out, thus increasing their motivation to learn.
Setting realistic goals
If the expectations of a deaf student in the classroom are too low of too high, the learner may develop feelings of failure which eventually leads to disappointments and frustrations. The teacher should thus help a student set realistic goals that are within their potential. Such goals will motivate the learner to work hard as they are achievable and not frustrate them (Dörnyei, 2001).
Treat all students equally
Equality is an aspect that is important especially in mainstream classroom settings.it is important to help the deaf students learn the act of responsibility as well. The hearing impaired students should also be sent to run errands for the teacher. Assigning responsibilities to them raises a feeling of self-worth where they do not have a mentality that it’s only the ‘normal’ students that can run errands and carry out tasks. All learners are it hearing, or deaf must be given equal opportunities for participation (writers, 2012). Once a child realises that the teacher has confidence in them, their self-image is boosted, and their motivation also improves in the process.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
The aspect of hearing is a very important aspect of meeting the educational needs of any student. Its importance is normally unappreciated until when it is no longer available. For hearing impaired students especially the pre-lingual deaf learners, face a big challenge in learning. The teacher should, therefore, understand their students and be able to adapt to the teaching methodologies and strategies that will motivate the learners to participate. The teacher should be able to establish the week point and strengths of his/her students and ensure they motivate them appropriately. Motivation is very vital in the learning process especially to the deaf learners, considering the discrimination they face.
5.2 Recommendation
The deaf children are part of the society and should be given an equal chance of competition in the job market. Equality, in this case, can be obtained by helping the deaf child achieve highly in academics through motivation. Here are the most effective’s recommendations that should be implemented to effect motivation for all deaf learners:
ü Governments should ensure the teachers’ training institutions equip the teachers’ for the deaf with good motivational skills.
ü The schools for the deaf management should ensure there is a provision for student rewards in the schools’ budget.
ü The society should be enlightened of the effect of prejudice and discrimination against the deaf.
References
A.Skinner, E., & J.Belmont, M. (1993). motivation in the classroom:Reciprical Effects of Teacher Behaviour and student engagement across the school year. journal of educational psycology, 571-581.https://www.researchgate.net/publication/232483889_Motivation_in_the_Classroom_Reciprocal_Effects_of_Teacher_Behaviour_and_Student_Engagement_across_the_School_Year
Beck, R. C. (1990). Motivation: theories and principles. Prentice Hall PTR.https://books.google.co.ke/books?id=ve0MAQAAMAAJ&q=%29.+Motivation:+theories+and+principles.+ices&dq=%29.+Motivation:+theories+and+principles.+ices&hl=en&sa=X&ved=0ahUKEwii5eWsn6bKAhVD2RoKHSOiD30Q6AEIGzAA
Center for Research and Learning Marc Marschark Director, R. I. (2001). Educating Deaf Students : From Research to Practice: From Research to Practice. Oxford University Press.https://books.google.co.ke/books?id=044BEUy-T6UC&printsec=frontcover&dq=Educating+Deaf+Students+:+From+Research+to+Practice:+From+Research+to+Practice&hl=en&sa=X&ved=0ahUKEwjH-7bRn6bKAhWB0xoKHVCwCOsQ6AEIGzAA#v=onepage&q=Educating%20Deaf%20Students%20%3A%20From%20Research%20to%20Practice%3A%20From%20Research%20to%20Practice&f=false
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Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.https://books.google.co.ke/books?id=JZbeJtOOfWcC&printsec=frontcover&dq=Motivational+Strategies+in+the+Language+Classroom&hl=en&sa=X&ved=0ahUKEwi-tNSUoKbKAhVIfxoKHSjWDhwQ6AEIGzAA#v=onepage&q=Motivational%20Strategies%20in%20the%20Language%20Classroom&f=false
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writers, s. (2012, december). How to Motivate Your Students: What Every Teacher Should Know but Doesn’t. Retrieved from online college courses: http://www.onlinecollegecourses.com/2012/12/10/how-to-motivate-your-students-what-every-teacher-should-know-but-doesnt/
10 years ago
